Student Needs Relating to Special Factors - Behavior

Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student’s learning or that of others?

    • Yes

    • No

If yes, does the student need a behavioral intervention plan?

    • No

    • Yes. If yes, there is a space on the form to provide more detail (such as the behavior(s) to be addressed; whether the use of a time out room is recommended).

Speaker Notes:

Slide 36: Student Needs Related to Special Factors - Behavior

In the case of a student whose behavior impedes his or her learning or that of others, the Committee must consider strategies, including positive behavioral interventions and supports and other strategies, to address that behavior. If needed, such strategies should be indicated under the appropriate sections of the IEP. For example, a Committee may determine that the positive behavioral supports a student needs require:

  • a related service such as speech and language therapy and/or counseling,

  • a program modification such as special seating arrangements,

  • assistive technology such as a communication board, and/or

supports for school personnel such as training in use of an augmentative communication device or in implementing a particular behavioral intervention strategy.

A student’s need for a behavioral intervention plan (BIP) must be documented in his or her IEP. The model IEP form provides space for the Committee to include other information related to the BIP as it deems appropriate (e.g., identify behaviors to be addressed by the BIP), however the Committee is not required to do so.

While a school district may provide a copy of the student’s BIP with the IEP, the BIP is not a required component of a student’s IEP.